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首页> 外文OA文献 >The potential of online technologies and social media in 21st century teacher professional development practice: a mixed methods study exploring teachers’ personal, professional development and/or classroom use of online technologies in Ireland and United States of America.
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The potential of online technologies and social media in 21st century teacher professional development practice: a mixed methods study exploring teachers’ personal, professional development and/or classroom use of online technologies in Ireland and United States of America.

机译：在线技术和社交媒体在21世纪教师专业发展和实践中的潜力：在爱尔兰和美国探索教师个人，职业发展和/或课堂使用在线技术的混合方法研究。

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摘要

This research study employed a mixed methods approach to explore connections between teachers’ use of online technologies in their personal lives, for professional development and/ or within classroom practice in Ireland and the USA. In phase 1 of this study, over 80 Irish primary school teachers’ experiences of online Continuing Professional Development (CPD) were examined, through the deployment of interviews, focus groups and an online survey. Almost half of the Irish teachers felt that engagement in online CPD impacted positively on classroom practice, and reported having integrated information and communication technologies in their teaching as a direct result of engagement in the online course. Phase 2 of the study examined online technologies usage in the personal lives, professional development and classroom practice of K-12 educators in the USA, through the deployment of an online survey (with 632 respondents) and follow-up interviews. The results revealed low levels of integration of social media in classroom practice, although there were strong correlations between US teachers’ use of online technologies and/ or social media in their personal lives, for professional development and within classroom practice. Recommendations that emerged from this study include the need for policies to support (rather than restrict) the use of social media in schools and the need for teacher training on how to effectively infuse online technologies and/ or social media in teaching and learning.
机译：这项研究采用了一种混合方法，以探讨教师在个人生活中，专业发展和/或在爱尔兰和美国的课堂实践中教师使用在线技术之间的联系。在本研究的第一阶段，通过部署访谈，焦点小组和在线调查，对80多名爱尔兰小学教师的在线持续专业发展（CPD）进行了考察。几乎一半的爱尔兰教师认为参与在线CPD对课堂实践产生了积极影响，并报告说，参与在线课程的直接结果是在其教学中集成了信息和通信技术。该研究的第二阶段通过部署在线调查（包括632名受访者）和后续访谈，对美国K-12教育工作者的个人生活，专业发展和课堂实践中的在线技术使用进行了研究。该结果表明，社交媒体在课堂实践中的整合程度较低，尽管美国教师在其个人生活，职业发展和课堂实践中使用在线技术和/或社交媒体之间存在很强的相关性。这项研究提出的建议包括：需要制定政策来支持（而不是限制）学校使用社交媒体，以及需要对教师进行培训以了解如何在教学中有效地使用在线技术和/或社交媒体。

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    Hagan Teresa;

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  • 年度 2013
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